Overview: Multisystemic Approach to Early Math Development and Math Learning Disability

概述：早期数学发展和数学学习障碍的多系统方法

• 批准号: 10693251
• 负责人: DAVID C GEARY
• 金额: $ 52.72万
• 依托单位: UNIVERSITY OF MISSOURI-COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-30 至 2026-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10693251
• 关键词: Achievement; Address; Attitude; Basic Science; Behavior; Characteristics; Child; Cognitive; Cognitive Science; Collaborations; Competence; Complex; Development; Early Intervention; Education; Employment; Employment Opportunities; Environment; Family; Foundations; Health; Home; Home environment; Individual; Individual Differences; Intervention; Intervention Studies; Knowledge; Leadership; Learning; Learning Disabilities; Life; Literature; Longitudinal Studies; Mathematics; Mentors; Nursery Schools; Parents; Pattern; Policy Research; Postdoctoral Fellow; Public Policy; Readiness; Reporting; Research; Research Personnel; Research Project Grants; Risk; Risk Reduction; Sampling; Schools; Students; System; Time; Training; Underemployment; Unemployment; Variant; Work; career; decision research; educational atmosphere; experience; follow-up; formal learning; graduate student; improved; insight; juvenile delinquent; learning strategy; mathematical ability; mathematical difficulties; mathematical learning; mathematics disability; next generation; programs; risk prediction; skills; student participation; systemic intervention; teacher

Project Summary - Overall There is substantive variation in preschooler’s understanding of core number concepts (e.g., cardinality) and associated skills (e.g., counting; Geary & VanMarle 2016) that in turn is predictive of later individual differences readiness to learn formal math at school entry (Geary et al. 2018) and risk of math learning disabilities (LD; Chu et al. 2019). Child-centered interventions reduce these gaps (Dumas et al. 2019) but suffer from fade out and thus do not typically confer long-term benefits (Bailey, 2019). Similar fade out is found with individual therapy with young offenders, but sustained gains can be achieved with multisystemic interventions involving the child, home, and school (Henggeler et al. 2009), and it is time to consider this approach for LD and train the next generation of LD researchers to take a multisystemic perspective. The Research Core will provide a unique and much-need foundation for the development of multisystemic – including child, parents, home environment, and classroom – interventions for preschoolers who are at risk for long-term math difficulties, including math LD. The home component will provide the most thorough assessment ever conducted of the numeracy-related home environment, including assessment of parent’s math achievement and the complexity of the math-talk with their children, as related to preschoolers’ core number development (Zippert & Rittle-Johnson 2020). The classroom component will include teacher-report and direct observation of students’ engagement in learning opportunities and the complexity of the math presented in classrooms. The child-centered assessments will focus on the longitudinal development of the core number knowledge and skills that predict later school readiness for math learning and risk of math LD (Chu et al. 2019; Geary et al. 2018). This ambitious combination will enable the first-ever dynamic assessment of the multiple contextual and child-centered factors that contribute to children’s early math development, including factors that indicate risk of later math LD. The Leadership Core is seamlessly integrated with the Research Core to provide training and experiences in conducting child-, home-, and classroom-centered assessments, all organized around identifying the factors that influence the development of the core conceptual knowledge and skills that are the foundation for readiness for math learning at school entry and risk of later math LD (Chu et al., 2019; Geary et al., 2018). The PI and Co-Is have expertise in cognitive science, parent-child dynamics, public policy, and intervention research that in turn will provide a broad and unique mentoring experience for graduate students and a post-doctoral fellow. Mentees will also obtain valuable experiences with in-home assessments, classroom observations, and cognitive and achievement assessments and insights into how public policy decisions are influenced by basic research.

项目概要-总体 学龄前儿童对核心数概念的理解存在实质性差异（例如，基数） 以及相关的技能（例如，计数; Geary & VanMarle 2016），这反过来又预测了后来的个人 入学时学习正式数学的准备程度差异（Geary et al. 2018）和数学学习的风险 残疾（LD; Chu et al. 2019）。以儿童为中心的干预措施减少了这些差距（大仲马等人，2019年），但 遭受淡出，因此通常不会带来长期益处（Bailey，2019）。类似的淡出是 发现与个别治疗与年轻罪犯，但可持续的收益， 涉及儿童、家庭和学校的多系统干预措施（Henggeler et al. 2009），现在是时候了 为LD考虑这种方法，并培养下一代LD研究人员采取多系统的 perspective.研究核心将为发展提供一个独特的和急需的基础， 多系统-包括儿童，父母，家庭环境和课堂-干预， 学龄前儿童谁是在长期的数学困难的风险，包括数学LD。Home组件 将提供有史以来最彻底的评估与算术有关的家庭环境， 包括评估父母的数学成绩和与他们的数学谈话的复杂性。 儿童，与学龄前儿童的核心数字发展有关（Zippert & Rittle-Johnson 2020）。的 课堂部分将包括教师报告和直接观察学生的参与， 学习机会和课堂上数学的复杂性。以孩子为中心 评估将侧重于核心数字知识和技能的纵向发展， 预测以后的数学学习准备和数学LD的风险（Chu et al. 2019; Geary et al. 2018）。 这一雄心勃勃的组合将使有史以来第一次动态评估的多个背景和 以儿童为中心的因素，有助于儿童的早期数学发展，包括因素表明， 数学后期的风险领导核心与研究核心无缝集成， 培训和经验进行儿童，家庭和教室为中心的评估，所有组织 围绕确定影响核心概念知识和技能发展的因素 这是准备数学学习的基础，在学校入学和风险，后来的数学LD（朱等 例如，2019; Geary等人，2018年）。PI和Co-Is在认知科学，亲子 动态，公共政策和干预研究，反过来将提供广泛和独特的指导 研究生和博士后研究员的经验。学员还将获得宝贵的 家庭评估、课堂观察以及认知和成就方面的经验 对基础研究如何影响公共政策决策的评估和见解。